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From faculty development program to educational change in the clinical workplace: exploring the transfer of educational innovations through activity theory
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2018 (English)In: Amee 2018: Educating the Future Healthcare Professional and the Roles of the Teacher: Abstract Book, 2018, p. 51-51Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Background

Faculty development programs (FD) are aiming to advance the teaching practice in health professions education (HPE) by equipping teachers with knowledge and skills as professional educators. Research on faculty development has focused on scope and effectiveness of FD, however, little is regarding how knowledge learned in FD is transformed into the workplace and how change may happen as a result of FD. Drawing on activity theory and its notion of individual action as closely connected to context, we sought to explore the transfer of educational innovations into the clinical workplace . 

Summary of work

Five interprofessional teams of clinical teachers attended a one-year FDP where they created and transferred educational innovations to their workplaces. The participants were interviewed in 3 focus groups at the end of the program, and analyzed thematically. The findings were discussed in relation to activity theory.

Summary of results

Transfer of the educational innovation was characterized by three interacting and iterative processes: the educational innovation itself 1) the innovation process, including time and support during development as well as the development of the aim of the innovation; 2) the clinical workplace process, including interactions with the workplace, acquiring mandate to change, communication and negotiation; 3) team process, including team development, collective action and adopting new roles.

Discussion and Conclusions

Understanding change and pedagogical knowledge transfer is central in developing and sustaining educational scholarship and high quality teaching in HPE. This study suggest that transfer of educational innovations created in a FDP comprise multiple interacting processes taking place in two activity systems, the workplace and the team. Contradictions arise between these systems as they have partly differing objects.

Take-home Messages

As transfer between faculty development and teaching practices seem to be a case of interlinked processes in multiple social systems, faculty development should support participants in navigating this transfer and consider the workplace as an active part in the process.

Place, publisher, year, edition, pages
2018. p. 51-51
Keywords [en]
educational change, clinical education, activity theory, transfer
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:su:diva-161446OAI: oai:DiVA.org:su-161446DiVA, id: diva2:1258748
Conference
AMEE 2018, Association for Medical Education in Europe, Basel, Switzerland, 25th to 29th August, 2018
Available from: 2018-10-25 Created: 2018-10-25 Last updated: 2018-10-31Bibliographically approved

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Elmberger, AgnesBolander Laksov, Klara
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CiteExportLink to record
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Citation style
  • apa
  • ieee
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  • Other style
More styles
Language
  • de-DE
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  • en-US
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  • nn-NB
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More languages
Output format
  • html
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  • asciidoc
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